E1 Empowering Immigrant Seniors to Advocate for Better Community services: A train-the-trainer model_Saadia Akram-Pall

A TRAIN-THE-TRAINER MODEL

About Us Re a W m n’ C ntreisa xd le o e s e n ind p nd nt, no r-p fit, vo ee e t-fo ro luntary a e y tha s rve hig g nc t e s h-ne dw m n e o e a the d p nd ntsin No rn nd ir e e a rthe Eto ic ke b o .

Arabic Tamil Punjabi Farsi Croatia n Chinese Somali English Spanish West Urdu India n Dia lect Serbian French Hindi Twi Italian Assy Dari rian Pashto Bosnian

A Model of Community Development Salient Features of Ethno-Cultural Seniors Program:  Diffic tofindap lis dm d l o c s -c ult ub he o e f ro s ultural c m unity d ve p e te hniq s s te ie o p c e o m e lo m nt c ue , tra g s r ra tic s s e ific lly a e a o a p c a im d t rg nizinge thno ultura s nio in a -c l e rs m ultura s tting the a s m b m inly fo us o ultic l e ; re re o e ut a c ing n ho o e o g up d vo o c m g ne us ro s e id f ultura d re e . l iffe nc s  Our p je t w stoa d s ne d o m ro c a d re s e s f ulticultura s nio l e rs g a dto a s“m o e e re w rd e p w ringa e b nd na linge thno ultura -c l s nio in ac m le m ultura urb n c nte toe c ly e rs o p x ultic l a o xt ffe tive a d s is ue o c m o s c l c nc rn(s d re s s s f o m n o ia o e ).”

STEP I: How to Lay a Foundation  What issues are to be addressed? Community need(s) must be identified and understood.  How are they to be addressed?  Ava b re o e to a d s the ene d . ila le s urc s d re s s e s These resources extend beyond mere money. Resources also include valued assets such as: - Kno le g a c a w d e nd re tivity b s d o hum n e e nc ae n a xp rie e - Me tings a e in lo a m llso a a e b ing e pcs c l a r p rtm nt uild s - P o lew w e p ith illing s a a ne s nd ttitud sto g t invo d e e lve - Of c urs , fina ia re o e tha c m fro fund s urc s o e nc l s urc s t o e m ing o e c n m ke s c a a s e uringo r re o e m h e s r. the s urc s uc a ie

Community-Needs Analysis  Id ntifyingane d a e c ly a ula e e nd ffe tive rtic tingit.  Thea ility to s b urve o ’ e y ne s nviro e a re o nize“ nm nt nd c g what’ s wrong” r o “ what is missing”Thus ane d a lys m t d s ve l thing : , e s na is us o e ra s  Id ntify thep b ma p vid e e eane d e ts e ro le nd ro e vid nc e xis  Think a o w ysthep b mc uld b b s a d s e b ut a ro le o e e t d re s d  De lo (a le s te tive are lis , p c a s lutio ve p t a t nta ly) a tic ra tic l o n  Thro h e e eg the d fro c ntsa s ff, theRexdale Women’s ug vid nc a re m lie nd ta Centre id ntifie tha e e d t thno ultura s nio w ree e nc -c l e rs e xp rie ing d p p rtio teb rrie to a e ua re re tio a p ve tivehe lth is ro o na a rs d q te c a n nd re nta a s rvic sin the c m unity. e e ir o m  A d ta d p n w sd ve p d a e a re re s the eis ue a a e ile la a e lo e im d t d s ing s s s nd fund p p s l w sp p re . ing ro o a a re a d

The Funding Proposal  Se uringp je t fund ne dno b a d c ro c ing e t e s iffic a is ult s c m o im g d To thise , a e ie c n inc a e o m nly a ine . nd g nc s a re s the fund o p rtunitie if the fo wthre g ne l ir ing p o s y llo e e ra s p: te s 1) finda m tc nd a h 2 fo uso o o e ) c n utc m s 3 fo w o c nta ts ) llo -up n o c .

Find and Match  Toid ntify o find thene d e r e  Tofindp te l fund rsw w uldb w o ntia e ho o e illingtoc m it o m re o e toa a e y w s urc s n g nc illingtom e s h ne d . e t uc e s  Thea ility tofindane da match it toap te l fund r isa b e nd o ntia e s tha s p ra sm ny s c s ful p je t p p s lsfro kill t e a te a uc e s ro c ro o a m m ny uns c s ful o s a uc e s ne .  In thec s o ECSAP, theRexdale Women’s Centre w sa le ae f a b toid ntify thene d in itsc m unity p rta e es o m e iningtob rrie a rs fa e b e c d y thno ultura s nio . Se o , RW a p a he -c l e rs c nd C p ro c d Canadian Heritage, Multiculturalism Canada tofundthis p je t. ro c

2) Focus on Outcomes  He the a tw im o nt p ints re re re o p rta o :  Thea e y m t b c nne te totheis uein aw y tha g nc us e o c d s a t d m ns te competence. In ins nc sw retheCentre d e o tra s ta e he id no ha e e e it d ve p dpartnerships w c m unity t ve xp rtis , e lo e ith o m a e ie s h a Parks and Recreation, Public Health, a the g nc s uc s nd City of Toronto.  W n a a e y isa letos wc m e nc , it c n the o r he n g nc b ho o p te e a n ffe ta ib outcomes fro thep je t. Suc o o e s uldb ng le m ro c h utc m s ho e p s nte in measurable terms s h a “ re e d uc s increases in access” or “decreases in barriers.” im o nt toha s e ifie g a p rta ve p c d o ls a o je tive . nd b c s

3) Follow-Up on Contacts  Re e c ivingfund o ed e no g ra es s q nt ing nc o s t ua nte ub e ue fund . It isa a im o nt tofa ilita ap s ing lw ys p rta c te o itivew rking o relationship b tw e thea e y a thefund r. e en g nc nd e  W the fund isg nte o no follow-up isac ia p rt he r ing ra d r t, ruc l a o thefund p c s . Fo w o n invo sd c ve f ing ro e s llo -up fte lve is o ring w thep je t w sturne d w o w t ne d tob d neto hy ro c a d o n r ha e s e o e urecontinued funding. Fund o e c n a s t ns ing ffic rs a s is a e ie b c rifyingw t thefund r islo kingfo in s e ific g nc s y la ha e o r pc p je t p p s ls ro c ro o a .  Group exercise of preparing a funding proposal

STEP II: How to Make Contact/Need Identification  He , the a fo g ne l s p tofo w re re re ur e ra te s llo . 1.Staff: w a s ns ho re e itiveto d rs is ue e p c lly ive ity s s s e ia p rta e iningtoa ea e g nd thnic ity. 2.Community consultations w s e ifice ith p c thno ultura -c l g up in o e to d c ve w t iss e ific lly im o nt ro s rd r is o r ha pc a p rta tothe . Like is , the m t c ns tio w m w e re us o ulta ns ith p s e tivec m unity p rtne a e ie to d c ve w t ro p c o m a r g nc s is o r ha s rvic sthe d a d no p vid –a w e e y o nd o t ro e nd hy.

Community Consultation Process  Flye w rep s din lo a m lls a a e b ing a rs e o te c l a , p rtm nt uild s nd re re tio c ntre invitings nio tos rethe c nc rns c a n e s e rs ha ir o e .  RW s ff info e a e y c ntso theo p rtunity to C ta rm d g nc lie f po p rtic a in thec ns tio . a ip te o ulta ns  C ns tio w reo re a d re tim s d ysa o ulta ns e ffe d t iffe nt e , a nd lo a nstoe urea c s ib c tio ns c e s ility a p rtic a n. nd a ip tio  Tra p rta n w sp vid db w y o b tic tso ta rid s ns o tio a ro e y a f us ke r xi e toa s t s nio toa ndthec ns tio . s is e rs tte o ulta ns  Ethno p c m e sw rehe in lo a a a e m e -s e ific e ting e ld c l p rtm nt e ting ro m a a theRe a W m n’ C ntre o s nd t xd le o e s e .

Community Consultation Process  C m unity s nio w rea ke w t the fe w rethe o m e rs e s d ha y lt e ir g a s b rrie toc m unity s rvic s re te t a rs o m e e.  Re a W m n’ C ntres ff m m e p vid dtra la n xd le o e s e ta e b rs ro e ns tio a inte re tio s rvic sw n ne e s ry. nd rp ta n e e he c s a  Re s e w reo re a a c ns tio s h a c ffe , fre hm nts e ffe d t ll o ulta ns uc s o e te , fruit a b c . a nd is uits  TheRe a W m n’ C ntreo re fre c c res rvic s xd le o e s e ffe d e hild a e e w n c ns tio w reo re a thea e y. he o ulta ns e ffe d t g nc  C ns tio w refa ilita db theP je t C o ina r w o ulta ns e c te y ro c o rd to ho m tic us no da o thes nio ’ o e . e ulo ly te ll f e rs c nc rns  Thre m s im o nt is ue w rehig hte . e o t p rta s s e hlig d

3. Discover issues of common social concern across ethnicity  Them in s te y in c s -c a tra g ro s ultura c m unity l o m d ve p e istob e lo m nt ringto e r p o lea ro sthe g the e p c s ir d rs a a s t the to w rk to e r to a d s ive ity nd s is m o g the d re s s c l c nc rnstha a c a o the re a le so o ia o e t ffe t ll f m g rd s f cultura b c ro l a kg unde . b rrie tore re tio a .g a rs c a n nd p ve tivehe lth c re re nta a a .

4.The Cross-Cultural Forum/Consultations  ECSAP o a d e ht s c s ful c m unity c ns tio rg nize ig uc e s o m o ulta n me s e ting :  Thes m s p rt o re in thec m unity c ns tio a e up o ffe d o m o ulta ns w reo re he s h a inte re rsa tra p rta n. e ffe d re uc s rp te nd ns o tio  Thed y, tim a lo a n o thise nt w sthem s c nve nt fo a e nd c tio f ve a o t o nie r thes nio b s d o thec ns tio p s . e rs a e n o ulta ns ha e  Thea e aw sb s d o theke is ue tha w rep d te ine g nd a a e n y s s t e re e rm d fro thec ns tio p s . m o ulta ns ha e  Se rsw reim e ia ly a leto re o nizetheis ue the he in nio e m d te b cg s s y ld c m o re a le so e o m n g rd s f thno ultura b c ro . -c l a kg und

4.The Cross-Cultural Forum/Consultations  The w rethre m in o o e fro thefo : re e e a utc m s m rum  Trust networks w ree ta lis d a re rc db e s b he nd info e y Ele tingre re e tivefro e c e c p s nta m a h thnicg up thus ro s ttingthefo a n to w rk to e r. e und tio o g the  Effective facilitator b a p rtic a d m ns tingthe y ll a ip nts e o tra p je t w uld b run in ac m e nt a p e m nne ro c o e o p te nd rud nt a r.  Contact listing o a p o le f ll e p

STEP III: How to Train and Mobilize Em o e e p w rm nt C m unity d ve p e o m e lo m nt Fa ilita d rs c te ive ity Ed a n a tra uc tio nd ining Mobilize a undis ue im o nt tothe a the lo a ro s s p rta m nd ir c l c m unity. o m PuttingTraining Into Action  “ w d eisp w r.” kno le g o e (info a n w rks p a tra rm tio o ho s nd ining ) s

How to Train and Mobilize In ECSAP, thes nio p the tra e rs ut ir iningintoa tio in s ve l w ys c n e ra a :  The m d im o nt d p tio a To ntoC Ha b th in y a e p rta e uta ns t ro ity ll o Eng h a w ll a in the m the to ue lis s e s ir o r ng s  The lo b d lo a c c unc rsa o ia thro h p titio y b ie c l ity o illo nd ffic ls ug e ns a in fa e -fa em e s nd c -to c e ting  The c ula dp titio fo e nc dre re tio a p ve tive y irc te e ns r nha e c a n nd re nta he lth s rvic sfo the o n c m unity a e e r ir w o m  The e a e in m ip l a fe e l e c n c m a nsa to k y ng g d unic a nd d ra le tio a p ig nd o info a n b c tothe e rm tio a k ir thno ultura p e -c l e rs  Ove ll re ultso the ea tivitie w reg a r c ra s f s c s e re te ivicp rtic a n a a ip tio nd ad c a ein is la n a o s thes nio e re s o tio m ng t e rs

STEP IV: How to Evaluate Success  It isim o nt to o a p rta rg nizeas te a , o je tiveevaluation: ys m tic b c a) a o o p c s (p c s e lua n) n ng ing ro e s ro e s va tio b) o o e rie d (o o ee lua n) utc m -o nte utc m va tio c) fe d a k fro internal a external stakeholders o the ebc m nd f p je t ro c d) a outside third party to e urethea nym o inte w e n ns no ity f rvie e s to a ws ke ld rsto c nd ly re p nd to e lua n q s ns llo ta ho e a id so va tio ue tio w ut fe r o re ris l o m rg liza n. itho a f p a r a ina tio Project Success and Celebration  to w rk fo c ntinue fund o r o d ing  to a c furthe inte s ttra t r re t  to e lo m rec m unity d ve p e o p rtunitie xp re o o m e lo m nt p o s

PROJECT DESCRIPTION  The Ethno-Cultural Seniors Advocacy Project (ECSAP) began in March 1998. Thep je t w sd e into thre d c teye c nne te p s sin ro c a ivid d e is re t o c d ha e o e m e isp a g a : rd r e t rim ry o ls  To id ntify a he e ina b rrie w h p ve e e nd lp lim te a rs hic re nt thno ultura -c l s nio fro a c s ingre re tio a p ve tivehe lth s rvic s e rs m c e s c a n nd re nta a e e.  To fo te a inc a ethec p c o e s r nd re s a a ity f thno ultura s nio to e c -c l e rs ffe t ps o itivec ng sw ha e ithin the o n c m unitie a to b c m the ir w o m s nd e o e ir o n a vo a s w d c te .  To fa ilita c lla o tio b tw e e c te o b ra ns e e n thno ultura s nio , -c l e rs s rvic a e ie a g ve e a e ie in o e to e c ly e e g nc s nd o rnm nt g nc s rd r ffe tive re re sid ntifie a c s is ue . d s e d c es s s

In Phase I (April 1998 to March 1999):  In thisp s , fund w so ta d ap je t c o ina r ha e ing a b ine , ro c o rd to hire , a c m unity c ns tio he toa s t e d nd o m o ulta ns ld s is thno- cultura s nio id ntify b rrie toa c s ings rvic sw the l e rs e a rs c e s e e ith C o To nto sParks and Recreation a Public Health ity f ro ’ nd d p rtm ntsre p c ly. ea e s e tive The eb rrie inc e la k o a c s to s a rs lud d c f c e s : c ultura s ns lly e itives rvic s p lics a e c m unity e e , ub p c , o m  info a n, a c c re(fo g nd hild n). rm tio nd hild a r ra c re  Ethno ultura s nio fa e s nific nt la ua e -c l e rs c d ig a ng g , tra p rta n a fina ia b rrie a w ll. ns o tio nd nc l a rs s e

Phase II (April 1999 to March 2000):  Org nize e ht e a d ig thno ultura s nio g up to d ve p a vo a y s -c l e rs ro s e lo d c c killsin o e to a d s thea re e ne b rrie . rd r d re s fo m ntio d a rs  The eg up w re(a ) s nio fro So a Gha ia Sri La n, s ro s e re e rs m m li, na n, nka Ita n, Sp nis P lia a h, unja i, W s Ind n a P kis ni d s e . b e t ia nd a ta e c nts  Ba e o there o m nd tio o thec ns tio m s a a vo a y g up sd n c m e a ns f o ulta n tg , n d c c ro o s nio fro e ht c f e rs m ig ultura c m unitie w sfo e . l o m s a rm d  Fro ECSAP as a r w rkingg up –Rexdale Ethno-Cultural m m lle o ro Seniors (RECS) - w se ta lis d w tw re re e tive fro e c e a s b he ith o p s nta s m a h thnic g up ro .  RECS b c m a tivem m e o the c m unity lo b ea e c e b rs f ir o m b yingfo b tte r e r p ve tivehe lth a re re tio s rvic s RECS m d d p tio a re nta a nd c a n e e . a e e uta ns t To nto City Ha a p rtic a d in lo a c m unity fo sp rta ro ll nd a ip te cl o m rum e iningto re re tio he lth s rvic s RECS’ g o w rk w sa kno le g d in c a n a e e. od o a c w de Se te b r 2 0 w n theg up re e d theC o To nto sYear 2000 p m e 0 0 he ro c ive ity f ro ’ Neighbourlies Award.

Phase III (September 2000 through August 2001):  ECSAP c ntinue tow rk w itsp rtic a tofurthe re o d o ith a ip nts r fine the a vo a y a le d rs s . ir d c c nd a e hip kills  The ee rtsc ntinue tole dto a as ng ne a s ffo o d a w rd tre the d nd m ree c o ffe tivee thno ultura s nio sa vo a y vo e -c l e r’ d c c ic .  ECSAP a ob g n d ve p a“ s urc m d l” a e o the ls e a e lo ing re o e o e b s d n e e nc so thep je t tha c uldb us da ag efo xp rie e f ro c t o e e s uid r o r c s -c the ro s ultura s nio g up a c m unity a e ie l e rs ro s nd o m g nc s inte s din fa ilita re te c tinga vo a y a c d c c nd ivicp rtic a n a ip tio a o se m ng t thno ultura s nio . -c l e rs  ECSAP ha afo a e lua n c m le dtoo r va - d rm l va tio o p te ffe lue a d dfe d a k tothep je t'ss ke ld rs It w sa ip te de ebc ro c ta ho e . a ntic a d thise lua n w uldp vid va b ins htstha m ht va tio o ro e lua le ig t ig c ntrib tothep je t’ lo -te s ta b o ute ro c s ng rm us ina ility.

Phase IV (2001-present)  Se rsW rkingGro nio o up  Re a Ethno ultura Se rs xd le -c l nio  EthicGro sin c m unity up o m  Othe initia s r tive

Accomplishments  Org nize a c ire m e sw P rks& Re re tio s ff to a d nd ha d e ting ith a c a n ta a d s s nio sis ue d re s e r’ s s  Re e d Ne hb urlie Aw rd in 2 0 fo the c c ive ig o s a 0 1 r ir ivicw rk a o nd c m unity invo m nt o m lve e  P rtic a d a o a d p litic l fo sd a ip te nd rg nize o a rum uringe c ns le tio  Wo d w P licHe lth to o ta fund fo p je tsg a d to rke ith ub a b in ing r ro c e re he lthie c m unity living a r o m  Wo d w theC o To nto Tre sa P rksFo a n to p nt rke ith ity f ro e nd a und tio la na tre sin Re a P rk tive e xd le a

Accomplishments  Ma ed p tio in the d e uta ns ir o n la ua e w ng g  P s nte p titio , to C re e d e ns ity o To nto c m itte o f ro o m e n re re tio l us rsfe c a na e e  Fe ture in lo a a c a d c l nd ity ne s a e re a ingthe w p p rs g rd ir c lle tivee rtsto o c ffo o a rg nizea b nd ring •Collected names on a c ng sin the ha e ir c m unity o m petition to establish a dental clinic which includes services for seniors

Accomplishments  REC C irp rs n (Ro e Ko re e dtheSe r’ S ha e o b rt il) c ive nio s Ac ve e Aw rdin 2 0 thro h theP vinc a a o hie m nt a 03 ug ro e nd ls vo ingo c nc rnsthro h theMa r’ Se r Fo ic ur o e ug yo s nio rum  12s nio re e dtheP vinc l Vo e rs c ive ro ia lunte r Se eAw rdin e rvic a 20 04  REC Gro re e dC o To ntoC m unity Se e S up c ive ity f ro o m rvic Vo lunte r Aw rdin 2 0 e a 05

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E1 Empowering Immigrant Seniors to Advocate for Better Community services: A train-the-trainer model_Saadia Akram-Pall

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E1 Empowering Immigrant Seniors to Advocate for Better Community services: A train-the-trainer model_Saadia Akram-Pall — Presentation Transcript